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Redefining the Black Death Narrative with Monica Green // March 14 - 16, 2022

Kathy Hays
Kathy Hays over 3 years ago

We are honored to welcome Monica Green as our Exchange host. She is a historian of medicine and Global Health, specializing in the history of medieval Europe. Monica has spent over forty years researching the intellectual and social aspects of premodern medicine and has won numerous fellowships and awards for her work. Over the last fifteen years, she has focused her research on understanding the history of the world’s major infectious diseases, including the Black Plague.  

In her blogpost, How Long Will It (Did It) Last? Redefining the Black Death as the “Second Plague Pandemic, Green takes up an issue she has been researching since 2014. In the opening essay of the collection, Pandemic Disease in the Medieval World: Rethinking the Black Death, she argued that new findings from genetics, as well as expansive investigations by historians working on regions outside of Europe, made clear that the Eurocentric focus of Black Death studies was leaving too much of the pandemic's history out of the picture. Since then, it has become even more apparent that the Black Death as experienced in western Eurasia reflected only part of the story. Her research suggests the Second Plague Pandemic had its origins in Mongol military campaigns of the thirteenth century, not the period of comparatively peaceful commerce of the mid-fourteenth century, which challenges the current Eurocentric narrative. 

Her blog addresses how to tell a new story that alters our traditional chronological boundaries. It often takes time for a new narrative to become accepted but it’s essential to tell the complete narrative. As we examine and try to make sense of our own current situation with the COVID pandemic, it is important to turn to history, modern science, and public health research.  

In this Exchange, Monica welcome’s questions about how to teach pandemic stories. She’s happy to talk about the evidence, whether genetic or documentary, that supports the “new paradigm” of plague studies that she and other researchers are now advancing. 

The Exchange will be “Live” March 14 –16 but go ahead and start posting your questions for Monica Green in the comments below. You may want to ask about her studies of both historical and current pandemics. Have you encountered any challenges when teaching about the Black Death or other global pandemics?  We’d also love to learn from you on strategies you use to examine the Black Death and comparisons you’ve made to the current pandemic How do your students respond? Let’s learn from each other! 

If you’d like to additional resources, here are links to Monica Green’s published work. 

(https://independentscholar.academia.edu/MonicaHGreen) 

On Learning How to Teach the Black Death." 

American Historical Review 

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  • Hajra Saeed
    Hajra Saeed over 3 years ago

    Monica Green , thanks for sharing your blog with us. I think living through COVID will help show students that pandemics don't come with clear cut start and end dates. After I teach about the Black Death, I have kids choose another disease to research. I have them create a timeline to show how our reaction to the disease changed over time, looking from a medical perspective and looking for the general public's perspective. Doing this activity last year really helped them understand the events unfolding in the current pandemic.

    I'm interested in the other historical accounts that you shared and plan on reading them to broaden my understanding. Do you know of some other student friendly resources that we can use? 

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  • Monica Green
    Monica Green over 3 years ago in reply to Hajra Saeed

    Good morning, Hajra Saeed ! Thank you so much for reading the blog. Yes, thinking comparatively about pandemics and the experience of infectious diseases is one of the best ways we can approach the topic as historians. On the one hand, we realize how much we have to learn about individual diseases: how they are transmitted, what the "disease interval" is (the time between when one person becomes infected and resolution, or transmission to the next person), symptoms (and whether they're visible to others), etc. On the other hand, we begin to see commonalities in terms of how people take the knowledge they have and try to forge meaningful responses to disease.

    In terms of finding other sources, there are several ways to answer that. For many of us in the classroom, primary sources are always our major teaching tool, because they allow us to look directly into the past and hear the voices of people experiencing past events. I have a publicly-accessible Bibliography on the Second Plague Pandemic, posted as a Google Doc: https://docs.google.com/document/d/1x0D_dwyAwp9xi9sMCW5UvpGfEVH5J2ZA/edit?usp=sharing&ouid=104263744463668175127&rtpof=true&sd=true. (There's also a bibliography on the First Plague Pandemic, the Justinianic Plague, starting on p. 94.) The bibliography is meant to help researchers quickly find the latest work in other fields, but I also have a Pedagogy section meant for people who want to go directly to teaching materials.

    Here's an example of a newly discovered source that the person who found it shared online: http://middleagesforeducators.com/videos/early-transmission-of-the-black-death-by-hannah-barker/. Hannah Barker is the historian of Black Sea trade who recently unraveled the story of the siege of Caffa and its alleged role as the "event" that "caused" the Black Death to spread into the Mediterranean. Barker has extraordinary command of the historical records of both the Italian city-states that traded in the Black Sea, Genoa and Venice, and those of the Mamluks in Egypt. So it was out of that immense knowledge that she was able to realize that Gabriele de Mussi's commonly repeated story about plague-ridden bodies being hurled over the walls didn't make sense.

    In the course of that research, she found other evidence that nobody had ever paid attention to. One of those documents was a petition from the Genoese citizens of Caffa to their home government, asking for additional resources to rebuild the city *after* the siege. Here, for the first time ever, apparently, we find reference to an "infinita pestilencia mortalitatis," an unending pestilence of death that was indeed devastating the Mongol troops. This is in fact the term for the pandemic that will become common in Latin sources: a "pestilence of death," characterized by the massive mortality it caused, rather than just a regular kind of pestilence that killed a few animals or people. But note: nothing about bodies being hurled over the walls! We thus get both a correction of the "disinformation" that de Mussi put in his chronicle, but also a better sense of the hardships and fear that were actually present in the Crimea at the time.

    We need to broaden the number and availability of such sources, in order to keep up with the new things we're learning about the extent and various manifestations of the late medieval plague pandemic. A number of us are working on translations, maps, and other resources. So stay tuned for more!

    Monica Green

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  • Andrea Wong
    Andrea Wong over 3 years ago in reply to Monica Green

    Thank you for sharing these sources! It is interesting that we question accounts that portray Jews as the cause for the Black Death, yet so easily accept the disinformation that the Mongols utilized bioterrorism. I look forward to adding Hannah Barker's work to my lessons next year.

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  • Monica Green
    Monica Green over 3 years ago in reply to Andrea Wong

    That is very good to hear! I think Barker's work is masterful, both in how she marshals precise documentary sources and chronological analysis to construct a timeline of the relations of the Golden Horde with the Italian merchants, and in taking seriously the biology of plague as we now understand it. A point I make in my own work is that there seems to be increasing indication that plague terrified the Mongols themselves. Telling the other side of that story will be crucial as work in the field advances.

    More than that, however, I hope we, as teachers, can open up space to talk about disease the way epidemiologists have learned to talk about it. Disease happens. It happens because we as humans interact with the world around us. And that world around us contains microorganisms, some of which are wildly beneficial to us (our gut microbiome, the yeast in bread or beer, or the bacteria in yoghurt), and some of which are harmful. Talking about plague as a function of transregional grain shipments throws new light on what human networks are. And that is always a good lesson to learn in History!

    Thanks for engaging with the blog and sharing your thoughts. Good luck to you and your students!

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  • Hajra Saeed
    Hajra Saeed over 3 years ago in reply to Monica Green

    These are fantastic resources! I'm already down a rabbit hole reading all of this. My partner teacher and I decided to do a test run this year using some of your resources. We're going to have the students research a country's response to the plague and then have them research their response to COVID. It's a simple investigation for this year, but we were inspired by your blog! Thanks again!

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  • Hajra Saeed
    Hajra Saeed over 3 years ago in reply to Monica Green

    These are fantastic resources! I'm already down a rabbit hole reading all of this. My partner teacher and I decided to do a test run this year using some of your resources. We're going to have the students research a country's response to the plague and then have them research their response to COVID. It's a simple investigation for this year, but we were inspired by your blog! Thanks again!

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